Full original simulation · 3 hours · 60 points

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GLOBAL HISTORY & GEOGRAPHY II

NYS Regents Exam — Practice Test

Full Original Simulation

Practice Exam #2

Instructions

This is the second original practice exam in the package. The format and difficulty match Practice Exam #1 and the actual Regents exam. Maria should take this exam after completing Practice Exam #1 and at least one past Regents from JMAP.org.

Exam structure (same as Practice Exam #1)

Part I: 28 stimulus-based multiple choice questions, 1 point each, 28 points
Part II: Two CRQ sets, three questions each, 12 points
Part III: Enduring Issues essay, 10 points
Part IV: Civic Literacy essay, 10 points
Total: 60 points

Maria should take three hours of uninterrupted time, simulate exam conditions (no notes, no internet), and score using the rubric provided at the end.

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Part I: Multiple Choice

Directions: For questions 1-28, choose the answer that best completes the statement or answers the question.

Question 1 is based on the following passage.

Passage: "The state of nature has a law of nature to govern it, which obliges every one. And reason, which is that law, teaches all mankind, who will but consult it, that being all equal and independent, no one ought to harm another in his life, health, liberty or possessions."

The author of this passage is: (A) Thomas Hobbes (B) John Locke (C) Niccolò Machiavelli (D) Karl Marx
In 1750, which of the following best describes the relative strength of European and Asian empires? (A) European powers dominated almost all Asian states (B) The major Asian empires (Ottoman, Mughal, Qing, Tokugawa) were powerful, sophisticated, and in many respects equal or superior to European powers (C) Asia had no organized states (D) European and Asian states had no contact

Question 3 is based on the following passage.

Passage: "Liberty, Equality, Fraternity. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression."

These principles were most directly articulated during: (A) The Industrial Revolution (B) The French Revolution (C) The Russian Revolution (D) The Iranian Revolution
Which of the following men is associated with the phrase "the soul, the brain, and the sword" of Italian unification? (A) Bismarck, Wilhelm I, and Moltke (B) Mazzini, Cavour, and Garibaldi

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(C) Robespierre, Danton, and Marat (D) Bolívar, San Martín, and Hidalgo 5. Latin American independence movements in the early nineteenth century were led by figures including: (A) Garibaldi and Cavour (B) Simón Bolívar and José de San Martín (C) Gandhi and Nehru (D) Lenin and Trotsky Question 6 is based on the following passage. Passage: "The greatest improvement in the productive powers of labour seems to have been the effects of the division of labour. In every other art and manufacture, the effects of the division of labour are similar. In civilized society, no one ever needs to provide his every need by himself." 6. This passage was written by: (A) Adam Smith in The Wealth of Nations (B) Karl Marx in Das Kapital (C) John Maynard Keynes (D) Mao Zedong 7. Which of the following best explains why Britain was the first country to industrialize? (A) Britain had the most rivers (B) A combination of factors including coal and iron resources, agricultural innovations, capital from trade and empire, available labor, and stable government (C) Britain had been industrialized for centuries (D) The British government banned industry in other countries 8. The Meiji Restoration in Japan (beginning 1868) had which of the following slogans? (A) Workers of the world, unite (B) Rich country, strong army (fukoku kyohei) (C) Liberty, equality, fraternity (D) Peace, land, and bread Question 9 is based on the following passage. Passage: "Beginning in 1839, British naval forces shelled Chinese coastal cities. The Treaty of Nanjing forced China to cede Hong Kong, open additional ports to foreign trade, and pay a large

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indemnity. Subsequent treaties gave Western powers spheres of influence within China and extraterritorial rights for their citizens."

9. This passage describes events from China's:

(A) Han Dynasty (B) Century of Humiliation (C) Cultural Revolution (D) Boxer Rebellion period only

10. The Battle of Adwa in 1896 is significant because it:

(A) Marked the beginning of European colonization of Africa (B) Was a successful Ethiopian defense against Italian invasion, making Ethiopia one of the few African states to retain independence (C) Ended apartheid in South Africa (D) Was a German victory over Britain in Africa

11. The Sepoy Rebellion of 1857 in India is most significant because it:

(A) Established Indian independence (B) Led to direct British Crown rule of India (the Raj) replacing the British East India Company (C) Established Hindu rule over Muslims (D) Ended British involvement in India

Question 12 is based on the following passage.

Passage: "The assassination of Archduke Franz Ferdinand on June 28, 1914 triggered a chain reaction. Austria-Hungary issued an ultimatum to Serbia. Russia mobilized in support of Serbia. Germany declared war on Russia and France. Germany invaded Belgium, bringing Britain into the war. Within weeks all major European powers were at war."

12. This passage describes the outbreak of:

(A) The Crimean War (B) The Spanish-American War (C) World War I (D) The Russo-Japanese War

13. The Bolshevik Revolution of October 1917 was led by:

(A) Tsar Nicholas II (B) Alexander Kerensky (C) Vladimir Lenin

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(D) Mikhail Gorbachev

Which of the following was a feature of Stalin's totalitarianism in the Soviet Union? (A) Religious revival (B) Free elections (C) Five-Year Plans, forced collectivization of agriculture, and the Great Purge (D) Restoration of capitalism

Questions 15-16 are based on the following passage.

Passage: "On April 24, 1915, the Ottoman government arrested several hundred Armenian intellectuals and community leaders in Constantinople. Most were subsequently killed. Over the following months, the government systematically deported the Armenian population of eastern Anatolia. Men were typically separated and killed; women, children, and the elderly were forced on death marches. Approximately one to 1.5 million Armenians died."

This passage describes: (A) The Holocaust (B) The Armenian Genocide (C) The Cambodian Genocide (D) The Rwandan Genocide
The events described in the passage occurred in the context of: (A) World War II (B) World War I (C) The Cold War (D) The Cuban Missile Crisis
Which of the following best describes the rise of Adolf Hitler to power in Germany? (A) Hitler led a successful armed revolution (B) Hitler was appointed Chancellor in January 1933 by President Hindenburg after the Nazis became the largest party in the Reichstag (C) Hitler was elected by direct popular vote (D) Hitler was installed by the Allied powers

Question 18 is based on the following passage.

Passage: "From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe."

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This passage was spoken by:

(A) Franklin Roosevelt at Yalta
(B) Winston Churchill at Fulton, Missouri, in 1946
(C) Harry Truman in his 1947 address to Congress
(D) John F. Kennedy in Berlin in 1963

Mao Zedong's Great Leap Forward (1958-1962):

(A) Successfully industrialized China without significant casualties
(B) Produced one of the deadliest famines in history, killing 15-45 million people
(C) Established Chinese democracy
(D) Ended communist rule in China

The Vietnam War's Tet Offensive of 1968 is significant because it:

(A) Was a decisive American military victory that ended the war
(B) Was a military defeat for the communist forces but a political defeat for the U.S., turning American public opinion against the war
(C) Resulted in Chinese intervention
(D) Began the war

Question 21 is based on the following passage.

Passage: "In April 1930, the leader of the Indian independence movement walked 240 miles to the sea. Upon arrival, he picked up a handful of salt in defiance of the British government's monopoly on salt production and taxation. Tens of thousands of Indians followed his example. The British arrested approximately 60,000 in the broader campaign that followed."

This passage describes:

(A) Mandela's Long Walk
(B) Gandhi's Salt March
(C) Mao's Long March
(D) The Bandung Conference

The state of Israel was founded in 1948 in the context of:

(A) The Industrial Revolution
(B) The aftermath of the Holocaust, the British withdrawal from Palestine, and the UN Partition Plan
(C) The Cuban Missile Crisis
(D) The Iranian Revolution

The 1953 CIA-backed coup in Iran overthrew Prime Minister Mohammad Mossadegh because he had:

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24. Mustafa Kemal Atatürk's reforms in Turkey included:

(A) Restoring the Caliphate
(B) Abolishing the Caliphate, adopting the Latin alphabet, and replacing Islamic law with European-style civil law
(C) Banning all Western influence
(D) Establishing a theocracy

25. China's economy under Deng Xiaoping and his successors:

(A) Declined steadily
(B) Returned to Maoist policies
(C) Grew at approximately 10% annually for three decades, lifting hundreds of millions out of poverty while preserving Communist Party political control
(D) Adopted full Western democracy

26. The 2008 global financial crisis demonstrated:

(A) The strength of national economic isolation
(B) The vulnerabilities of integrated global financial systems and the need for international economic coordination
(C) That globalization was complete
(D) The end of the U.S. dollar's role as a global currency

27. The Khmer Rouge under Pol Pot in Cambodia (1975-1979):

(A) Established a stable democracy
(B) Killed approximately 1.5-2 million people, about a quarter of Cambodia's population, through forced labor, starvation, and direct execution
(C) Defended Cambodia from Vietnamese invasion
(D) Was supported by Western governments to fight Vietnam

28. The Srebrenica Massacre of July 1995:

(A) Killed approximately 8,000 Bosniak Muslim men and boys and has been recognized as genocide by international courts
(B) Was prevented by UN peacekeepers
(C) Was carried out by NATO forces
(D) Did not actually occur

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Part II: Constructed Response Questions

Directions: Read the documents and answer the questions. Each question is worth 2 points.

CRQ Set 1: Imperialism

Document 1: "The Berlin Conference of 1884-85 was attended by representatives of the major European powers along with the United States and the Ottoman Empire. No African was present. The Conference established rules for the partition of Africa among European powers, requiring effective occupation rather than mere claims. Within twenty years almost all of Africa was under European colonial control." Description of the Berlin Conference

Document 2: "For the African peoples, European colonial rule meant the loss of political independence, economic systems oriented toward European needs, forced labor on plantations and in mines, the imposition of European languages and educational systems, and the introduction of Christianity often at the expense of indigenous religions. Some Africans benefited from new educational and economic opportunities; many suffered displacement, exploitation, and violence." Description of European colonial rule in Africa

Question 1: Based on Document 1, identify two features of the Berlin Conference.

Question 2: Based on Document 2, identify two consequences of European colonial rule for African peoples.

Question 3: Using both documents and your knowledge of social studies, explain how European imperialism transformed Africa in the late nineteenth and early twentieth centuries.

CRQ Set 2: The Holocaust and International Response

Document 1: "At the Wannsee Conference in January 1942, senior Nazi officials coordinated what they called the Final Solution: the systematic extermination of European Jews. Extermination camps were built in occupied Poland. Trains carried victims from across Europe to gas chambers. By 1945, approximately six million Jews had been murdered, alongside millions of others including Roma, disabled people, Soviet POWs, and political opponents." Description of the Holocaust

Document 2: "At Nuremberg, an international military tribunal tried 22 senior Nazi officials for crimes against peace, war crimes, and the new charge of crimes against humanity. The trials established that obedience to orders was not a defense, that individuals could be held criminally responsible for international crimes, and that there was an international law beyond the laws of individual states. In 1948, the UN approved the Genocide Convention and the Universal Declaration of Human Rights." Description of the postwar international response

Question 1: Based on Document 1, identify two characteristics of the Holocaust.

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Question 2: Based on Document 2, identify two legal principles established by the Nuremberg Trials.

Question 3: Using both documents and your knowledge of social studies, explain how the Holocaust led to the development of international human rights law.

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Part III: Enduring Issues Essay

Directions: Read the documents and write an essay in which you:

Identify and define an enduring issue raised by the documents
Argue why the issue you selected is significant and has endured across time
Use evidence from at least three documents and your knowledge of social studies

Enduring Issues: Power and abuse of power; human rights violations; desire for human rights; inequality; conflict; impact of technology; environmental impact; cultural diffusion; nationalism; migration; interconnectedness.

Documents

Document 1: "The unification of Germany under Bismarck was achieved through "blood and iron": three successful wars (against Denmark, Austria, and France) that incorporated separate German states into a single empire under Prussian leadership. German nationalism, energized by victory, became one of the most powerful political forces in Europe." Description of German unification, 1860s-1871

Document 2: "Italian unification was led by intellectuals (Giuseppe Mazzini, the soul of the movement), statesmen (Camillo Cavour, the brain), and soldiers (Giuseppe Garibaldi, the sword). Through a combination of diplomatic maneuvering and popular insurrection, the Italian peninsula was unified under the House of Savoy by 1871." Description of Italian unification

Document 3: "By 1900, European powers had divided most of Africa among themselves at the Berlin Conference. They justified colonial rule through doctrines of national greatness and racial superiority. Nationalism, the same force that had unified Germany and Italy, now drove European competition for empire." Description of late nineteenth century imperialism

Document 4: "The intense nationalism of European peoples in the early twentieth century, combined with militarism, imperial competition, and alliance systems, produced World War I. Slavic nationalists assassinated Archduke Franz Ferdinand; the resulting war killed millions. Nationalism, once a force for unification, had become a force for catastrophe." Description of WWI origins

Document 5: "Anti-colonial nationalism emerged in the twentieth century as the dominant force in the dissolution of European empires. Gandhi's Indian National Congress, the African National Congress, the Vietnamese independence movement, and dozens of other nationalist organizations demanded self-determination. Some achieved independence peacefully; others through long wars." Description of decolonization

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Begin your essay

[Maria writes her essay here. Suggested length: 4-6 paragraphs.]

Strategy tip: These documents all relate to nationalism, but the issue could be developed several ways. Maria might argue nationalism as the issue itself (its evolution from unification to imperialism to anti-colonial movements). She might argue conflict as the issue (nationalism producing wars). She might argue power and abuse of power (powerful nations using nationalism to dominate weaker peoples). All three are defensible; she should choose the one she can argue most strongly.

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Part IV: Civic Literacy Essay

Directions: Write an essay in response to the following prompt. Use specific historical evidence from at least three different units. Your essay should:

Identify and define the civic concept or process described
Provide three specific historical examples that illustrate it
Analyze the connections between the examples and the civic concept

Prompt

International organizations and agreements have been created throughout the modern era to address global challenges that no single nation can solve alone. Some have succeeded; others have failed. Choose three international organizations or agreements from different time periods, and explain:

Why each was created and what problem it sought to address
Who participated in it
Whether it succeeded or failed, and why
What lessons each case suggests about international cooperation

Examples could include but are not limited to: the Congress of Vienna, the League of Nations, the United Nations, NATO, the Marshall Plan, the European Union, the Genocide Convention, the Paris Climate Agreement, the International Criminal Court, the Kyoto Protocol, or the World Trade Organization.

[Maria writes her essay here. Suggested length: 4-6 paragraphs.]

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Answer Key and Scoring Guidance

Part I: Multiple Choice Answer Key

B (Unit 10.2) — Locke's Second Treatise on natural rights
B (Unit 10.1) — Asian empires were powerful and sophisticated in 1750
B (Unit 10.2) — French Revolution's Declaration of the Rights of Man and Citizen
B (Unit 10.2) — Mazzini (soul), Cavour (brain), Garibaldi (sword) — Italian unification
B (Unit 10.2) — Bolívar in northern South America, San Martín in southern South America
A (Unit 10.3) — Adam Smith on the division of labor
B (Unit 10.3) — Multiple factors combined; no single cause suffices
B (Unit 10.3) — The Meiji slogan fukoku kyohei, rich country and strong army
B (Unit 10.4) — Opium Wars and unequal treaties begin China's Century of Humiliation
B (Unit 10.4) — Ethiopian victory at Adwa is the major African defeat of European imperialism
B (Unit 10.4) — The Sepoy Rebellion led to direct British Crown rule, ending East India Company rule
C (Unit 10.5) — Standard WWI outbreak narrative
C (Unit 10.5) — Lenin led the Bolshevik (October) Revolution
C (Unit 10.5) — Five-Year Plans, collectivization, and Great Purge are Stalin's hallmarks
B (Unit 10.10) — Ottoman government and Armenian victims identify the Armenian Genocide
B (Unit 10.10) — The Armenian Genocide occurred during WWI
B (Unit 10.5) — Hitler came to power legally through appointment after Nazi electoral success
B (Unit 10.6) — Churchill's Iron Curtain speech at Fulton, Missouri, 1946
B (Unit 10.6) — The Great Leap Forward famine was one of the deadliest in history
B (Unit 10.6) — Tet was a military defeat for the communists but politically catastrophic for the U.S.
B (Unit 10.7) — Gandhi's Salt March, the canonical example of nonviolent resistance
B (Unit 10.7) — Holocaust, British withdrawal, UN Partition Plan all contributed to Israel's founding
B (Unit 10.8) — Mossadegh nationalized the Anglo-Iranian Oil Company
B (Unit 10.8) — Atatürk abolished the Caliphate, adopted Latin alphabet, secularized law
C (Unit 10.9) — Deng's reforms produced sustained 10% growth without political liberalization
B (Unit 10.9) — 2008 crisis exposed financial integration's vulnerabilities

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27. B (Unit 10.10) — Khmer Rouge killed approximately a quarter of Cambodia's population

28. A (Unit 10.10) — Srebrenica killed approximately 8,000 men and boys and has been recognized as genocide

Part II: CRQ Scoring Guidance

CRQ Set 1: Imperialism

Question 1 (2 points): Strong answers identify two of: attended by major European powers; no African representation; established rules for partition of Africa; required effective occupation rather than mere claims; led to almost complete European colonial control within twenty years.

Question 2 (2 points): Strong answers identify two of: loss of political independence; economic systems oriented toward European needs; forced labor; imposition of European languages/education; introduction of Christianity at expense of indigenous religions; displacement; exploitation; violence; for some, new educational and economic opportunities.

Question 3 (2 points): Strong sample answer:

"European imperialism transformed Africa profoundly between approximately 1880 and 1914. As Document 1 shows, the Berlin Conference of 1884-85 established the rules by which European powers divided the continent, without any African representation. The Conference required "effective occupation," leading the European powers to compete for territory and to extend their administrative control throughout Africa. Within twenty years, almost all of Africa was under European colonial control, with only Ethiopia (which defeated Italy at Adwa in 1896) and Liberia retaining independence. As Document 2 shows, colonial rule produced both severe costs and limited benefits for African peoples. Africans lost political independence; colonial economies were reoriented to produce raw materials for European industries; forced labor was extracted on plantations and in mines like the Congo under Leopold II; European languages, educational systems, and Christianity were imposed on African populations. King Leopold's rule of the Congo Free State produced the death of perhaps 10 million Congolese through forced labor, mutilation, and disease. The legacies of this period, including arbitrary colonial borders that would survive into independence, continue to shape African politics today."

CRQ Set 2: The Holocaust and International Response

Question 1 (2 points): Strong answers identify two of: systematic state-organized murder; coordinated through bureaucratic planning (Wannsee Conference); industrial methods (extermination camps with gas chambers); approximately six million Jewish victims; transportation of victims across Europe by train; additional millions of other victims (Roma, disabled, Soviet POWs).

Question 2 (2 points): Strong answers identify two of: obedience to orders is not a defense; individuals can be held criminally responsible for international crimes; there is an international law beyond the laws of individual states; introduced the concept of crimes against humanity.

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Question 3 (2 points): Strong sample answer:

"The Holocaust forced the international community to develop new legal categories and institutions to address atrocities at unprecedented scale. As Document 1 shows, the Nazi state conducted the systematic industrial murder of six million Jews and millions of others. The scale and systematic character of the atrocities meant that existing legal categories were inadequate. As Document 2 shows, the Nuremberg Trials established that individuals could be held responsible for international crimes, that obedience to orders was not a defense, and that there was an international law that bound even sovereign states. Building on Nuremberg, the UN approved the Universal Declaration of Human Rights and the Genocide Convention in December 1948, both direct responses to the Holocaust. The word genocide itself, coined by Raphael Lemkin specifically to describe what the Nazis had done, became part of international law. These institutions have not always succeeded in preventing recurrence, as the Rwandan Genocide of 1994 most painfully showed. But the Holocaust produced the framework that defined international human rights law for the next seventy-five years and that continues to shape responses to atrocities today."

Part III: Enduring Issues Essay Rubric (10 points)

Sample thesis (Nationalism):

"Nationalism is an enduring issue because throughout modern history the belief that peoples sharing common identity should have political self-determination has produced both unification and conflict. Nationalism unified Germany and Italy in the nineteenth century (Documents 1 and 2), drove European imperial competition that culminated in WWI (Documents 3 and 4), and provided the principal motive force for the anti-colonial movements that dissolved European empires in the twentieth century (Document 5). Each of these developments shows how nationalism can build new political communities or destroy existing ones, depending on circumstances."

Sample thesis (Conflict):

"Conflict is an enduring issue because throughout modern history rival nations, peoples, and ideologies have used military, political, and economic means to advance their interests. Italian and German unification involved wars of national consolidation (Documents 1 and 2). European imperial competition produced conflicts across Africa, Asia, and elsewhere (Document 3). The intensity of European nationalism culminated in WWI, the most destructive war to that point in human history (Document 4). And anti-colonial movements throughout the twentieth century, while morally justified, often involved violent struggle (Document 5). The pattern shows conflict's persistence even as its specific forms have evolved."

Part IV: Civic Literacy Essay Rubric (10 points)

Strong example combinations for international cooperation:

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League of Nations (1919) — created to prevent another world war; failed because major powers either did not join (U.S.) or withdrew (Germany, Japan, Italy); lacked enforcement power; lesson: international institutions need broad participation and credible enforcement
United Nations (1945) — created in response to League's failure with stronger structure and broader membership; partial success in preventing great-power war and supporting humanitarian work, partial failure in preventing genocide in Rwanda and Bosnia; lesson: institutions are constrained by their member states' willingness to act
European Union (1992 in current form, building on earlier integration from 1951 onward) — created to bind European economies together to prevent another war; remarkably successful in producing peace and prosperity in Western Europe; tested by sovereign debt crisis and Brexit; lesson: voluntary integration can succeed when based on genuine shared interests and gradual institution-building

Sample opening paragraph:

"Throughout the modern era, nations have created international organizations and agreements to address challenges no single state could solve alone. Three cases illustrate this enduring civic process and its mixed results: the League of Nations created after WWI, the United Nations created after WWII, and the European Union built progressively in the second half of the twentieth century. The League failed because major powers either refused to join or eventually withdrew, leaving it unable to prevent the aggression of the 1930s. The United Nations, designed to address the League's weaknesses, has had partial success preventing great-power war while failing to prevent several major genocides. The European Union has succeeded most dramatically, transforming a continent that had fought two world wars in three decades into one of the most peaceful and prosperous regions in the world. Together these cases suggest that international cooperation can succeed but requires sustained commitment from major participants and structures matched to the problems they address."

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Score Conversion (Approximate)

54-60: Approximately 90+ scaled. Excellent.
48-53: Approximately 85-89. Solid. Targeted review of missed areas.
42-47: Approximately 75-84. Passing. Review weak units before next exam.
36-41: Approximately 65-74. Borderline. Substantial review needed.
Below 36: Plan systematic review across multiple units.

Unit distribution for diagnostic

Unit 10.1: 1 question
Unit 10.2: 3 questions
Unit 10.3: 3 questions
Unit 10.4: 3 questions
Unit 10.5: 4 questions
Unit 10.6: 3 questions
Unit 10.7: 2 questions
Unit 10.8: 2 questions
Unit 10.9: 2 questions
Unit 10.10: 5 questions

Practice Exam #2 weights Unit 10.10 (Human Rights Violations) more heavily than Exam #1 to ensure Maria can handle that material from multiple angles. If Exam #1 emphasized Cold War (Unit 10.6), this exam emphasizes the genocide and human rights material which is increasingly common on recent Regents exams.

After Both Practice Exams

Maria should have now scored two original practice exams (this package) and ideally at least one or two past Regents exams from JMAP. The targeted review map below summarizes which units to focus on based on patterns of missed questions:

If she missed multiple Unit 10.5 questions across both exams: Re-read the unit study guide. WWI causes, Treaty of Versailles, Holocaust, and Hitler/Stalin/Mussolini comparison are nearly universal Regents content.
If she missed multiple Unit 10.6 questions: Re-read the Cold War unit, especially containment, Marshall Plan, Cuban Missile Crisis, and Gorbachev's reforms.
If she missed Unit 10.7 questions on Gandhi or Mandela: These are heavily tested. Re-read the unit's standalone sections on each.

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If she missed Unit 10.8 questions on the Iranian Revolution: This is the canonical case for the unit. Re-read the relevant section. • If she missed Unit 10.10 questions: Re-read the genocide cases (Armenian, Holocaust, Cambodian, Rwandan, Bosnian) and the international human rights framework. With this practice complete, Maria should be ready for the exam. Good luck.

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